Unlocking Success: Why Professors Must Prioritize Effective Teaching

I recently met a dedicated professor at Northeastern University. He’s personable and accomplished, yet his role has me questioning the system we have in higher education. Northeastern is known more for teaching than research, yet it feels like he hardly teaches or advises students. This situation raises a crucial question about how we approach education today.

Many argue that top researchers at elite universities should prioritize grant-funded projects. This makes sense for those pushing boundaries in knowledge. But Northeastern isn’t among those elite research institutions. Instead, it seems disconnected from the teaching mission.

When looking at the bigger picture of higher education, it’s clear there’s a problem. A recent study by Richard Keck highlights that too many faculty members are engaged in administrative work instead of teaching. Many spend their time on tasks like paperwork, chasing grants, or publishing in obscure journals. This trend can negatively impact both the quality and affordability of undergraduate education.

Jonathan Zimmerman, a historian at the University of Pennsylvania, points out a significant issue: professors often view research as their “real work” and teaching as just a “burden.” This viewpoint reflects the low priority given to teaching, which results in a reliance on adjuncts and graduate students for instruction. Unfortunately, these instructors often don’t have the same commitment to maintain standards or mentor students.

What’s shocking is the overall lack of interest in teaching within the higher education sector. While enrollment numbers and budgets are closely monitored, what professors actually do in the classroom is overlooked. For instance, the University of Delaware has a National Study of Instructional Costs and Productivity, but its data access is limited to a few officials and is being discontinued. Even the U.S. Department of Education stopped tracking faculty workloads back in 2004.

With this absence of good data, we can see that the trend of de-emphasizing teaching isn’t just limited to research-heavy institutions. Research by Kimberly French from Colorado State University found that even teaching-focused faculties increasingly pursue research to gain recognition and funding, reflecting a shift in priorities.

A deeper look into faculty work habits shows concerning statistics as well. A study indicated that tenure-track faculty spend only 27% to 35% of their working hours on actual teaching. This reality raises eyebrows about the future of education.

In summary, as the roles of professors continue to shift, the focus seems to be moving away from providing quality education. Perhaps, it’s time we reevaluate what we value in higher education—to think about what’s best for students and the quality of their learning experience.



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